国际成功校长项目——中、美、澳三国成功校长比较研究

从跨文化的视角选择中国、美国、澳大利亚这三个参与国际成功校长项目的国家,考察和比较在不同文化背景下三个国家对于成功校长的认识标准以及成功校长领导行为的异同可以发现:中国和美国把对成功校长的评判标准放在了学生的成绩上,而澳大利亚除了关注学生的成绩,还扩展到学生的成就,包括学生参与、学生的社会表现等。另外,学校的特色课程设置、校长的声望以及学校的声望也成为选取的标准。在对成功校长领导行为的研究中,雷斯武德等人的校长领导行为分类在各个国家均得到验证。此外,研究者还发现了一些新的校长领导行为。     

Shared Sense-making in Curriculum Reform: Orchestrating the Local Curriculum Work

This study aims to gain a better understanding of the Finnish national curriculum reform by examining how the educational practitioners, at the district level, orchestrate the shared sense-making concerning the reform work in their school districts. Qualitative focus group data was collected from 12 groups, throughout Finland, that were responsible for orchestrating curriculum reform work at the district level. Results showed that curriculum reform steering groups recognized the importance of orchestrating shared sense-making. They strived to develop functional, context sensitive, and shared strategies for reform implementation across their districts. They employed a range of strategies for managing, navigating, and regulating the shared sense-making of the local curriculum work.     

Integration of the practice of mindfulness within action learning as an added component within a post graduate leadership programme: an account of practice

This account of practice provides a practical example of the use of mindfulness practice within action learning which was a component of a bespoke UK Business School post-graduate leadership development programme commissioned by an English NHS Mental Health Trust aimed at improving the leadership capacity of mid-level managers through work-based learning. The article discusses background and context of the programme followed by how application of mindfulness exercises was integrated within the action learning process to encourage participants to be ‘in the moment’ as an added component of their leadership development. The aim of the paper is to share examples of practice applied within action learning. Finally, the paper asserts that the application of mindfulness exercises helped to enhance the action learning process by creating a calm, focused space for individual and collective reflections, enhancing the quality of engagement and enabling action learning members to take a more pragmatic approach to addressing the work issues raised within the action learning sets.     

Changing roles in sustaining successful charter school leadership in high poverty schools: Voices from the field

Effective educational leadership is essential for the success of schools and ultimately student achievement. The impact of school leadership may be even more pronounced in charter schools. Due to current and unprecedented growth, unique design, and complexities of political, financial, and governance issues they face, there is a need for more highly qualified charter school leaders and perhaps even “differently” prepared leaders. In this qualitative study, the authors documented the characteristics and skills of two successful, sustained charter school leaders who retrospectively described their evolved and evolving roles over twenty five years. Each transformed high-poverty, low-performing schools with at-risk populations and led with vision, passion, and a relentless desire to positively influence their organizations and ultimately improve student success in their communities. Although many of their skills and characteristics fall within existing theories, such as situational leadership, transformational leadership, and distributive leadership, they embodied a level of dedication and commitment to the original communities in which they founded charters lasting over a quarter of a century. The findings suggest that founding a charter school and seeing it through to success over time may more closely resemble missionary work than traditional school leadership.     

废除领导干部终身制是中国共产党先进性的一次伟大展示

在拨乱反正时期,中国共产党做出了废除领导干部终身制的决定,在改革开放时期,中国共产党第二代领导集体与第三代领导集体实现了顺利交替,这一决定的做出和实践是中国共产党先进性的一次伟大展示。     

Agency and Structure: Principals’ Ability to Bring about Sustainable Improvement in Underperforming Schools in South Africa

This article reports on a study of which the purpose was to understand the role of principals in changing underperforming schools towards sustainable improvement in one circuit area of North-West, South Africa. School principals play a crucial role in guiding schools towards sustainable improvement by shaping a vision of academic success for all learners. Managing teaching is one of the core modules in South Africa’s new national qualification for school principals, and that being the case, principals should play a central role in effecting the educational transformation of all learners. The quality of principals’ leadership is the key factor driving the transformational turnaround and improvement required in schools. They perform a highly complex and dynamic role in enhancing and sustaining school improvement. It was the goal of this qualitative study to explore cultural, structural, and agential challenges faced by principals in their effort to provide for change and improvement in their schools. Six schools were purposefully selected to participate in the study and semi-structured interviews were used to gather data from the principals. The study established that paying attention to cultural, structural and agential factors in schools increases their ability to sustain learner improvement.     

Transforming Education through School-community Partnerships: Lessons from Four Rural Early Childhood Development Schools in Zimbabwe

This article presents and discusses the findings of a multi-case study that was conducted in four remote rural early childhood development (ECD) schools located in the Chiredzi district, in Masvingo province, Zimbabwe. The article explored how school heads enhanced resources mobilisation in remote rural ECD schools through school-community partnerships in order to improve teaching and learning conditions. Semi-structured interviews were conducted with the school heads, deputy heads and teachers in charge. Document reviews and observations were also used to augment data from interviews. Invitational leadership was used as an analytic tool for the study. The findings suggest that the school heads succeeded to some degree in bringing parents and various stakeholders to the ECD schools to deal with the challenges facing them. Various strategies were used including tapping into local knowledge to ensure that parents who could afford to pay fees managed to do so.     

气质类型相融度对高职班委整体效能的影响

根据分层抽样原则选取20个班级的班委群体作为研究对象,探讨高职院校班委群体中各成员气质类型相融度与其整体效能之间的关系。结果表明,高职院校班委群体成员中气质类型列前三位的是多血—粘液质、多血质和粘液质;高低效能两类班委群体成员的气质类型在多血质、胆汁—粘液质、多血—抑郁质上存在显著差异,其班长在气质类型上亦有明显差异。     

论建立高校领导班子建设评估的长效机制

建立高校领导班子评估的长效机制是使高校领导班子建设评估得以保证的一个必要环节,本文拟从以下方面对建立高校领导班子评估的长效机制进行探析：建立和完善科学的高校领导干部业绩考核体系;完善考核的监督机制;建立完善激励机制;建立健全各类规范制约机制。     

掀起中学历史课堂教学小高潮的有效策略

历史教师在教学过程中,要不断地设置一些教学小高潮来激起学生思想、情感上的共鸣,集中学生注意力,从而提高教学效率。掀起小高潮的途径和方法,一是从教学内容,包括导入新课、结束新课、重点与难点以及插入乡土史等方面去设计;二是从教学手段,包括课堂语言手段和直观性的现代化教学手段等方面去设置。